BACU AUSTRALIAN CATHOLIC UNIVERSITY FACULTY OF EDUCATION and ARTS BACHELOR OF EDUCATION (PRIMARY)/BACHELOR OF EDUCATION (EARLY CHILDHOOD AND PRIMARY) PROFESSIONAL EXPERIENCE REPORT BOOK EDFX310 - PROFESSIONAL EXPERIENCE PRIMARY 3 A EDFX413 - PROFESSIONAL EXPERIENCE EARLY CHILDHOOD 4 PRE-SERVICE TEACHER . y im ‘Student No: ERE Yasmin Petroveri pot Nae PLACEMENT SCHOOL Holy Trinity Catholic Primary Sheet. SUPERVISING TEACHER mreneie O' Lea re STAGE & GRADE LEVEL Stage 3 year s PROFESSIONAL EXPERIENCE PROGRAM DATES 7 Day-A-Week visits (Thursday) He 5 adiional Single Day vst fo be arranged by mutual Dereweac Vals ite ‘agreement and completed prior tothe commencement of 5 Addional Single Day visits aaa 3 Week Block 3 week block: ‘june 14" to July 2016 INTERIM MID POINT ASSESSMENT | Satisfactory 1 Unsatisfactory FINAL ASSESSMENT Satisfactory 1 Unsatisfactory Number Of Days Completed 26 Including Dey ewer Bleck SIGNATURES PRE-SERVICE TEACHER i Date: 28/06/16 SUPERVISING TEACHER | “OK 2000-7 Date: 28/6 //6 ‘ACU TERTIARY SUPERVISOR Rego Often, Date: 26706 6 To be returned to the Pre-Service Teacher at conclusion of the professional experience. It is the responsibility of the Pre-Service teacher to ensure this Report Book is returned to the University.Printed August 2016 By Australian Catholic University Ltd 40 Edward Street, North Sydney 2060 (CRICOS). Provider registration codes: 00004G. ABN: 15 050 192 660 Printed at the Campus Printery Individual authors retain copyright © (en compilation only) Australian Catholic University (2018) Material cont 1ed in this book has been especially developed for Unit No: EDFX310 Year 3: Bachelor of Education (Primary) and EDFX413 Year : Bachelor of Education (Early Childhood & Primary) in the 2016 Professional Experience Program and is restricted in its use to that purpose.TEACHING REQUIREMENTS ‘SUMMARY (12) DAYS x PER WEEK VISITS Pre-service teachers will undertake observation of classroom teaching practice and small group teaching and assistance as deemed appropriate by the school-based Supervising Teacher. Seven Days will be completed on March 24", April 7", 28", May 5", 12”, 19", and 26", Five visits will be arranged by mutual agreement and completed prior to the commencement of the block. (14) DAYS X BLOCK PERIOD OF TEACHING [quzews etHoay Pustic HOLIDAY iS NOT REGUIRED TO BE REDEEMED] Pre-service teachers will build from observation of classroom teaching practice and small group teaching to develop their whole class teaching skills and competencies. Please Note: Should the Pre-Service Teacher demonstrate an ability to meet targets beyond those stipulated, the Supervising Teacher may use her / his discretion in adjusting the targets accordingly. "Teaching for half or whole days also involves being responsible for the day-to-day running of the classroom, where appropriate. CONTACT INFORMATION ‘All communication conceming the teaching placement should be first communicated with the Professional Experience Officer (noted below). If any matter requires further attention, particularly issues of an academic nature they will be referred to the nominated Lecturer-in-Charge of the unit andlor the allocated Professional Experience Coordinator. Names and contact details are provided below. ADMINISTRATION TEAM Professional Experience Support Officer E: FEA.PXPSuppori@acu.edu.au AcAvEmic SupPORT TEAM Professional Experience Coordinator Dr Stephan du Toit Email: stephan.dutoit@acu.edu.au Telephone: (02) 9701 4649 {tis the responsibilty of the Pre-Service Teacher to ensure that the Supervising Teacher is aware that the Report must be returned to the Pre-Service Teacher to hand into the University within one week of completion of the Professional Experience Practicum. This report is an assessment of the pre-service teacher's performance and engagement with the professional experience placement. It has not been written as a reference. This form remains the property of the University.Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Year 4 ABOUT THIS REPORT ‘The Professional Experience segment of this unit forms a key component of the overall (Bachelor of Education PrimaryfEarly Childhood and Primary) pre-service teacher education program. In the course of this unit theoretical perspectives of teaching practice will inform and provide contexts for creating and developing learning in the classroom. This report is to document a shared understanding of pre-service teacher progress during the professional experience placement for the unit (EDFX310 — Professional Experience 3 and EDFX413- Professional Experience Early Childhood 4). The report should be written following a process of professional conversations structured around the three domains of the (AITSL) Australian Professional Standards for Teachers ~ Professional Knowledge, Professional Practice and Professional Engagement. These conversations should include the pre-service teacher, the school-based Supervising Teacher and the Tertiary Supervisor. The Professional Experience Report should be fully completed at the end of the professional experience placement In making judgements, itis important to remember that pre-service teachers should not be compared with experienced teachers but instead with the competency level expected for the stage they are undertaking of the four year professional experience program. The comments entered in this report may be read by a range of stakeholders interested in the pre-service teacher's progress, so they should be concise, focused and emphasise learning GUIDELINES FOR COMPLETING THIS REPORT ‘There are two points of formal assessment to be completed in this Report Book - the Interim Midpoint Assessment Report and the Summative Assessment Report a, Interim Mid Point Assessment: The pre-service teacher's progress should be assessed at the ‘Midpoint’ of the block period of teaching and the report completed. Ifthe pre-service teacher's progress is assessed at the "Mid Point’ as not meeting the required level of the professional skills, expertise and competencies, then the pre-service teacher is deemed to be ‘At Risk’ and the procedure outlined in this Report Book should be followed. b. The Summative Assessment should be completed at end of the block period of teaching. Please fully complete all sections related to the Domains and Standards of the Australian Graduate Teacher Standards as noted within c. NB: It is very important to identify any pre-service teacher ‘at risk’ of unsatisfactory progress as soon as possible and to notify the Tertiary Supervisor and/or the Professional Experience Placement Officer. At times this may be evident prior to the formal’ Mid Point’ Assessment. 2. Assessment Scale: To maintain consistency with the Australian Graduate Teacher Standards, the pre-service teachers are to be assessed in each Domain and specifically on each Standard on a rating scale that indicates one of the following levels of achievernent. ND = Not Demonstrated; PD = Provisionally Demonstrated; D = Demonstrated Evaluative comments should be written at the conclusion of each Domain of Reporting 3. Overall Assessment of Progress: In the overall assessment of the professional experience placement, the pre- service teacher should be assessed as either Satisfactory or Unsatisfactory as outined below: SATISFACTORY An overall Satisfactory grade should be awarded when a pre-service teacher attains the level of Demonstrated (D) or Provisionally Demonstrated (PD) in all standards. An Unsatisfactory grade should be awarded when the above requirements have not been met, UNSATISFACTORY: The pre-service teacher's achievement is unsatisfactory overall and the above requirement has not been met. The pre-service teacher will therefore FAIL the professional experience placement. Please Note: A final grade of Unsatisfactory cannot be awarded without approval from the Head Faculty Education NSW/ACT or Nominee. ‘Australian Catholic University, 2016Faculty Education and Arts NSW - Professional Experience Report - Bachelor of Education (Primary) - Year 3 and Bachelor of Education (Early Childhood & Primary) Yoar 4 DAY-A-WEEK REPORT (To be completed before the Block Teaching Period commences) Pre-service Teacher's Name: Yasmin Petrovski Dates: Histone Visit Two Ast Three Wisit Four Visit Five isis Visit Seven cAVisit Eight eVisit Nine tAVisit Ten sit Eleven A isit Twelve (Please mark off each day as your Pre-Service Teacher attends) Number of days completed: 12 During the Day-a-week the Pre-Service Teacher has satisfactorily demonstrated: Punctuay wes ONo | ‘Appropriate dress that is neat and fidy es No Initiative and motivation @es ONo ‘A professional attitude during inal dealings with staff and students within the Apo GtVYes No ‘Awilingness to adequately prepare for the upcoming Professional Experience. les No General comments on the progress of the Pre-Service Teacher at the end of the Day-a-week visits: Yasmin has at all times shown professionalism and i te rs . SheYhas been willing at a¥i times te learn fom rte. erlenzes an monsire: Initiative when working with th students . Yasmin has demonsh&ted that she is willing to_try any new experiences jn teaching. A, f. mended on her clay-o-week experiences. ‘Supervising Teacher (1): weno aia Date: _26/5//6 : a Date; 26-5716 ‘The Day-a-Week Report has been discussed with me. eA Date:_ 26°05" 16 ‘Rustralian Catholic University, 2076 2 Pre-service Teacher SignaturFaculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early ~ Childhood & Primary) ~ Year 4 INTERIM MID POINT ASSESSMENT REPORT The Interim Mid-Point assessment is designed to cleatly indicate the pre-service teacher's performance at the middle stage of the professional experience practicum. Supervising Teachers are asked to work through each of the thirty seven Standard focus areas with the pre-service teacher and ascertain their overall progress so far in the placement. The mid-point provides an opportunity for the Supervising Teacher to communicate to the pre-service teacher specific. areas for improvement as well as areas of strength, Please complete the Overall Assessment Rating below and provide brief comments. If assessed as “Knowledge & Skills Not Sufficiently Demonstrated”, this signifies that the pre-service teacher's progress is inadequate at the level of Professional Experience being undertaken and Is ‘At Risk’ of not achieving a Satisfactory grade. NB: If the pre-service teacher is deemed to be ‘At Risk’ then the Supervising Teacher should immediately contact the Tertiary Supervisor and the PEP Placement Office and complete the ‘Notification for ‘At Risk’ of Unsatisfactory Progress’ form found in Appendix 1. The midpoint report and the At Risk form are considered an intervention and support mechanism to ensure pre-service teachers have every opportunity to further develop the necessary knowledge and skills in order to successfully complete the Professional Experience. MID POINT INTERIM OVERALL ASSESSMENT RATING Please place a tick in the relevant box on the rating scale below to indicate your overall assessment of the Mid-Point development of the pre-service teacher across the three Domain Areas of the Australian Professional Standards for Teachers ~ Professional Knowiedge, Professional Practice and Professional Engagement. Knowledge & Skills Not | Knowledge & Skills Provisionally Knowledge & Skills Clearly Sufficiently Demonstrated Demonstrated Demonstrated 4 ‘SUPERVISING TEACHER'S REFLECTIVE COMMENTS ON MID-POINT PERFORMANCE. Please articulate observed sirengths in professional knowledge, practices and engagement as well as Identifying specific and realistic goals et Strengths: (2.2)(3-2) (3-4) (4-3) Yasmin has demonstrated that she i= able to Select appropriate content to plan «nd sequence learning programs using @ range of effective teachin sirategi as. Alt lessons planned ge a vari resources including ier ta engey lents inthe) [Bt8 ee Gasca ies reused vadeht oF bebewibwe mance als ep aches bo ‘Areas for development during the rest ofthe placement: "Or"AGe ehallenging sticlen? Dehevioury 0-3) (3-2) Yasmin ig learning how +e set achievable Sncl challenging goals tte eater forthe various iecming needs ofthe students. “She i begeoning to elifperertiate, ths teaching god leaning tasks when plany' Ise Supervising Teacher Signature: Wnokacency Date 22-6 ~1G PRE-SERVICE TEACHER'S REFLECTIVE COMMENTS ON MID-POINT PERFORMANCE | Aspects of my teachir ress that | believe have been successful: lvecn able to morrvote nem oinot eNeouroge Hem to story “en tak [Furtnermore, oteveloping lessons wnien Plow progress irelg oot coness!vely trom ane lesson tothe next. | Aspects of my teaching progress that | believe need to be developed further. Catering for all stuotenrs Meets Within the clonsroam. Fictnermore, developing my teaehring so thot lever omet higher achieving corn fee! cuccess tus Phronghour the teen After consultation with my Supervising Teacher and the Tertiary Supervisor, my goals for the remainder of the practicum experience are teontinuing fe be an fep of benavionr management, through osrtive pernforeement omol furtner cterelo, Strengths “wren TENE ena ete es eects lore ieler@eVelee my sn fe ane Pre-Service Teacher Signature: Lk Date 22/06/16. ‘Rustralian Cathalie University, 2076Faculty Education and Arts NSW - Professional Experience Report - Bachelor of Education (Primary] ~ Year 8 and Bacholor of Education (Early Childhood & Primary) ~ Yoar 4 ‘AT RISK’ ASSESSMENT NOTIFICATION (This section should be completed if the pre-service teacher is deemed to be ‘At Risk’ of not achieving a Satisfactory assessment at the Interim Mid Point Assessment) Pre-Service Teacher: Unit Code: School: ‘Supervising School Teacher (1) Supervising School Teacher (2): (If applicable) a Tertiary Supervisor: ‘At Risk’ Assessment Assessment of your professional development in this professional experience placement has highlighted significant areas ‘of concern, which indicate that at this point you are ‘at risk’ of obtaining an Unsatisfactory grade. The areas of unsatisfactory progress have been identified below and need to be recified in order for a Satisfactory grade to be awarded for this Professional Experience component. Areas of Concern: (Identified by the Supervising Teacher/Educator and/or Tertiary Supervisor) Strategies for improvement: (Developed by the Supervising Teacher and Tertiary Supervisor in consuttation with the Pre-Service Teacher) Thave read and understand the details and requirements of the ‘At Risk’ assessment noted above. Pre-service Teacher: (signature) Date: ‘Supervising Teacher (1): (signature) Date: ‘Supervising Teacher (2): (signature) Date: Tertiary Supervisor (signature) Date: ‘Rustralian Catholic University, 2076Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Yoar 4 SUMMATIVE ASSESSMENT REPORT TO BE COMPLETED AT THE END OF THE PLACEMEN To maintain consistency with the Australian Professional Standards for Teachers: Graduate level, the pre-service teachers are to be assessed in each Domain and specifically on each Standard on the following rating scale: ND = Not Demonstrated; PD = Provisionally Demonstrated; D = Demonstrated ‘+ Please tick beside each focus area of each Standard - if the pre-service teacher has not had the opportunity to demonstrate capability in every focus area please only tick the areas you are assessing. ‘+ Please use the comments boxes to document evidence and cite examples of the pre-service teachers’ achievements and development of knowledge and skills based around the three Domains of the Graduate Teacher Standards. The Evidence Booklet provides examples of evidence for each focus area. DOMAIN PROFESSIONAL KNOWLEDGE ‘STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN ND [PD “i Physical, Social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and Intelectusl develoment and characterises of stidents and how these may affetleareing 4.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for ¢ teaching 7.3 Students with diverse linguistic, cultural, religious and sociooconomie backgrounds Demonstrate knowledge of teaching etrategies that are responsive tothe leaming strengths and needs of students from dverse linguistic, cultural, religious and socioeconomic backgrounds, “La Strategies for teaching Aboriginal and Torres Strait islander students Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strat Islander backgrounds, 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abtities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the spectic teaming needs of students across the full range of abilies 7.6 Siratagis to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support peticpation and learning of students with disabi ‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH TT NTS SPF iN — ND [PD |Z Gontent and teaching strategies ofthe toaching area | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 2.2. Content selection and organisation | Organise content into an effective learning and teaching sequence [2.3 Curriculum, assessment and reporting | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans 24 — Understand and respect Aboriginal and Torres Strait Islander people to promote | reconciliation between Indigenous and non-indigenous Australians | Demonstrate broad knowledge of and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages 25 Literacy and numeracy strategies ‘Know and understand literacy and numeracy teaching strategies and their application in teaching areas, 2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students DOMAIN 1: PROFESSIONAL KNOWLEDGE — EVALUATIVE COMMENTS SININ |? NIN | EVIDENCE OF DEVELOPMENT AND ACHIEVEMENT (1-1, 1-2, +3,1-5, 1-6, 2-1, 2-2) Yasmin has demonstrated her ability +8 plan, implement and evaluate appropriate teaching and learning ~achvities’ ‘that meet student needs. She has contributed To the Stage Vihvee teaching progrown in Literacy, eleveleping icarning experiences that use a varlely of resources. | FOCUS FOR FURTHER DEVELOPMENT: C11, 2-3 Yasmin is beginning to use smelent feecdbeck 40 clevelop further teaching endearing achyihes. I.E en] Biss relevand assessment torsks in Mathematics tha? wil) inform the ongoing teaching ancl learning» ‘astralian Catholle University, 2016Faculty Education and Arts NSW - Professional Experience Report — Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Year 4 DOMAIN 2: PROFESSIONAL PRACTICE [et "STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND [PD ‘34 Establish challenging learning goals ‘Set leaming goals that provide achievable challenges for students of varying abilies and characteristics 3.2 Plan, structure and sequence learning programs Pian lesson sequences using knowledge of student learning, content and effective teaching strategies 3.3 Use teaching strategies Include a range of teaching strategies 3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning 3.8 Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies fo support student engagement ‘3.6 Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning 3.7 _ Engage parents] carers in the educative process: 7 Describe a broad range of strategies for involving parenis/carers in the educative process "STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS: \ININININI SNF ND [PD 77 Support student participation Identity sratemes to suppor incusive student parcipaion and engagementin ciassroom acivies 42 Manage classroom activities Demonstrate the capacly to organise classroom actives and provide clear directions 43 Manage challenging behaviour Demanstate knowledge of practical approaches to manage challenging behaviour 44. Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, V cariculum and legislative requirements ‘4.5 Use ICT safely, responsibly and ethically Demonstrate an unorcancing of he rlevart ances and the statelesavalale to suppot the sae, J responsible and ethical use of ICT in leaning ond teaching NAISNIAP ‘STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING ee ND [PD _[D 31 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, 4 formative and summative approaches to assess student learning |" | 5.2 _ Provide feedback to students on their learning Demonstato an understanding of he pupose of prong tmey and arpropate feedback to students v cuarariae 5.3. Make consistent and comparable judgements SSRs aaiaang a ciciman arson and ta eptcaton io aupor condone ant| | o/ een ee pecs RA eae Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify iA teaching practie 5.5 Report on student achievement Demonstrate understanding of a range of strategies for reporting to students and parents/earers and the purpose of keaping accurato and reliable records of student achievement. DOMAIN 2; PROFESSIONAL PRACTICE ~ EVALUATIVE COF EVIDENCE OF DEVELOPMENT AND ACHIEVEMENT: (3-/, 32, 3-3, 3-4, 3.5, 3-6) Theeugh her lesson plans and programming, Yasmin has challenges! students te achieve set jearning intentions through the Use of achievable success criteria's fer all jessos fought. Her letson plans clemonskate Sequences of learning thal cater ferthe diverse learning needs of the stuclents - FOCUS FOR FURTHER DEVELOPMENT: (5.7, P4, 53, 54, 5.5) Yasmin has morted shident werk samples and ie cleveloping ip hes ability to Give shuctents incliviclual feeclback nel nent steps feratared in treir earning During paren! teacher interviews Yasmin was able toattend, the obser how te conduct an interview to jaferm parents about shilent achievement ‘Australian Catholic University, 2016Faculty Education and Arts NSW - Professional Experience Report - Bacholor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) - Year4 DOMAIN 3: PROFESSIONAL ENGAGEMENT "ASSESSMENT. | ND= NOT DEMONSTRATED. | PD = PROVISIONALLY DEMONSTRATED, ‘STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING sei ND_[PD [D> {37 entity and pian professional earing needs ‘ensyrgpoesslonaouing rocts 62 Engage n professional earning and mnprve praCTE® 7 Understand the relevant and appropriate sources of professional leaming for teachers | 6.3 Engage with colleagues and improve practice i ‘Seek and apply constructive feedback from supervisors and teachers to improve teaching practices 6.4 Apply professional learning and improve student leaning Demonstrate an understanding of the rationale for continued professionel learning and the implications J forimproved student learning ‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY ND PD. g TA Mest professional ethics and responsibilities, Understand and apy he Key panes dered in codes of eis and conduct rhe teaching V profession 72 Comply with legislative, adminiatrative and organisational requirements Understand the relvant legate, adminisralve ans organisational poses and processes requred J for teachers according to eahool slags 73 Engage with the parentsicarers 7, Understand strategies for working etfectivaly, sensitvely and confidentially with parents! carers Ta Engage wih prolesional teaching networks and broader conmunies’ Unda eet exer pte an cnt openers need laches J professional knowledge and practice DOMAIN 3: PROFESSIONAL ENGAGEMENT — EVALUATIVE COMMENTS. EVIDENCE OF DEVELOPMENT AND ACHIEVEMENT: (6.3, 7-1, 7-3) Throughout the professionel experience Yasmin has reflected upon her teaching and has asked for advice and support when needed. She has acepted feedback on her teaching and improved her prochee based on suggestions given to her. FOGUS FOR FURTHER DEVELOPMENT: (G-4, 7.) Yasmin wil have Barther eppertinihies to improve shedent learning through her parheipahen in stoft development clays and staff meehngs Catholic University, 2016Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Year 4 FINAL ASSESSMENT COMMENTS RELATED TO PROFESSIONAL EXPERIENCE: SUPERVISING TEACHER/S OVERALL COMMENTS: T commend Yasmin on completia uccessful professional experience bolock. Yasmin has demonstrated her caring and nuturic hire through the way she communi cate \d works with shocderts- Yasnain dels respect ane positive lenqueage with all sticlents, | staff memb. and parents she has come fate fect with. Her lessons have shown q clevelopment of effechve time management and clear expectations and rouhines. lasmin has been able te plan implement and evaluate +1(ch meaningful and connected lessens to improve shiclent leurnin At all Bmes Yasmin hes asked fer guidence ane support fom| teachers inthe school te improve her” teachiag, _ lasmin is @ cleclicated ane fessional teacher who cores about the shidens jn her care. T thenk you Yasmina for your hme, dedicahin and attitude. Good luck fo, the completion of your Cnjversify course Supervising Teacherls_W#.0 Keg Date: _26/6//6 (Please sign and dat PRE-SERVICE TEACHER REFLECTIVE COMMENTS: Qver the course of both, olay o Week visits amet block prow | have been able 10 grow upon my toning in oroter to come a step closer to bern a professtenal teacher, Throughout my time at the sence! | hare been ehallengeot_in oolapting eno “extenoing my teorhng skills In Oroter to meet the Necots of oil Students while taching anol conoiueting muy procs | have learnt Yo Te onmot_extenot_anot grow upon my teaching skilis such os time management anol ensuring that an appreprinte amount of content 1s covereor Throughout ech lesson. Furthermore, | have extenot_my teaching through incerperating positive reinforcement. Thir is a strategy wnicn 1 will use in future wyeorr 10 come. Overatl, | hare enfoyeot_my placement in stage 3 anol working 10 on open learning environment, | have learnt det grown o lot throughout my locement anor will incorporate these veri 1% my furare teachin Pre-Service Teacher Date: 28 96 (Please sign and dk Based on the information provided in this report the overall assessment for the pre-service teacher: SATISFACTORY (The pre-service teacher has attained the level of Demonstrated (D) or Provisionally Demonstrated (PD) in all standards) UNSATISFACTORY “— The above requirements have not been met and the pre-service teacher will be deemed not to have passed the Professional Experience, ‘Rostralian Catholie University, 2016Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Year 4 Tertiary Supervisor Comments: The Supenising Teacher spoke with Michelle Tomare leclwer at Adu Due +o Chav de da itwos difGult io this last school waly have a See dey. Webveda, was a She cl eveloprent pupil Pree day dnd “Tuesday was _a_pre plonnedh Shige 3 Pecsonal Developunect Deg. Eavliec Jody Y. successfille, duct @ Shared réading lesson in the | Lage bloc, did waking and deagit Metbenabes and fikgiin These. ba ea Supavisin cher who ha Neseain is progressing wll. On 2oftlie T ebsecved a leo which is Lertached - Communication willy Yasmin , lessen plans ceagalarlag eenailed to mre Land reports fern Ne Supayisin adv haw all supporkd oO sucessful Koksional E pedence plawwnent - hs aera tio vo visife wilh Yasmin 75 drat she is no wally be has presented as being pyolessiom | pes a illiny vice Giver - Yasmana hws estblishil Sout leaching strategies Wi cl Ww hoe aq Saad Cadets Soe Pan as Ve he- | Gains more. eaching, Pearse Wel _dore Yasin + Tertiary Supervisor: Ls fate Dates 266//6 (Please sign and date) Pre-Service Teacher - | have read this report: Pre-Service Teacher: Ne Date: 28 -06-/6 (Please sign apf date) ‘Rustralian Catholic University, 2076BVACU AUSTRALIAN CATHOLIC UNIVERSITY Due Name: Yasmin fehuvshipate:_20/e 6 Time:___//'30 Class/Year:_ Stage. Lesson: English Comments: Vasmnin was Wail prepared wilh lesson notes and resoures for_a shaved reading lesson + Shuclents worked in gwx ps Sor weiter week shaved Collaborative, afler the ket leeing vod Duerng this work Yasmin went lebverr quo p Supervising » 0S Ring shulets relevant quechens and _mons' fhe Grp wack» Student wonagemed was will dene and achuhes weve wall_mano.ged - Ya: talialy gave jnstuctions and wistioned the in formaton recoded and vead and want out the implied weaning Lo. Studerts . Aime management was good and students kept on tsk. this ws managed in an agile learning spaq with hides fem another Class: Bath he Shared reading, aud guided readin we Success Fully Cow pleted . Nasmin is progvecing well during the Mobscional Expeierce Gnd presents os a Capable, pokesional teach - Carkinwer to lowild on your teaching hengting luring has Rofecatanal Ex pearences Discussed with the University Supervisor: ead ee Signature inners Supervisor Green copy - University Supervisor White copy - Pre-Graduate TeacherFaculty Education and Arts NSW - Professional Experionce Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early BACU AUSTRALIAN CATHOLIC UNIVERSITY Childhood & Primary) ~Year4 ACUI sae" FACULTY OF EDUCATION and ARTS Bachelor of Education (Primary/Early C. iidhood and Primary) PROFESSIONAL EXPERIENCE EVIDENCE GUIDE BOOK EXAMPLES OF EVIDENCE TO ASSIST IN COMPLETING ASSESSMENT OF PRE-SERVICE TEACHER DEVELOPMENT IN RELATION TO THE AUSTRALIAN GRADUATE TEACHER STANDARDS This Professional Experience Evidence Guide provides assistance in the completion of the Professional Experience Report. Pre-service teachers are to be assessed for each Standard within the three Domains of the AITSL Australian Graduate Teacher Standards. These Domains cover Professional Knowledge, Professional Practice and Professional Engagement. This document provides some examples of the forms of evidence that may be expected in relation to the Graduate Level of the Focus Areas of each Standard. PLEASE NOTE: It is not expected that pre-service teachers would demonstrate all of the examples of evidence listed and these lists are by no means exhaustive. Rather they provide an overview of the type of evidence that could be expected from pre-service teachers. ‘Australian Gatholie University, 2016 10Faculty Education and Arts NSW - Professional Experionce Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early ~ Childhood & Primary) — Year 4 Evidence Guidelines — Examples of Evidence ‘STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN 74 Physical, social and intellectual development and characteristics of students Demonstrate knowledge, and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning ‘Some examples of evidence: + Undertakes assessment to identify students with particular social, intellectual and physical learning needs © Plans and implements appropriate teaching and leaming activities, strategies and programs to meet student needs + Tracks student progress with respect to physical, social and intellectual development Uses an appropriate level of language and pedagogical strategies suitable for the developmental stage of students + Seeks student feedback to develop appropriate learning strategies - Beginning Lo 72 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching Some examples of evidence: © Plans and utlises a variety of teaching and learning strategies to cater for diferent learning needs + Encourages experiential and hands-on learning + Encourages students to reflect on their learning @ Uses a variety of resources. Uses effective questioning techniques and assessment strategies instigates self-directed learning activities 13 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the leaming strengths and needs of students with diverse linguistic, cultural, religious and sociceconomic backgrounds ‘Some examples of evidence: Demonstrates knowledge of students and their cultural, religious or socioeconomic backgrounds = Acknowledges and considers diversity and demonstrates this in teaching and learning programs, + Uses appropriate materials and sensitive and inclusive language +, Assesses student needs in order to determine content and activities ©LEnsures literacy and numeracy instruction is explicit and structured Ta — Strategies for teaching Aboriginal and Torres Strait Islander students Demonstrate broad knowledge and understanding of the impact of cultural, cultural identity and linguistic background ‘on the education of students from Aboriginal and Torres Strait Islander backgrounds Some examples of evidence: + Develops an understanding of the special needs of Aboriginal and Torres Strait Islander students + Analyses contemporary issues and their impact on Aboriginal and Torres Strait islander student outcomes + Modifies lessons/unitsiresources to respond to the needs of Aboriginal and Torres Strait Islander students + Designs, develops or uses individual education programs as appropriate + Links to support personnel (e.g. Support Teacher Leaming, ESL teacher, Reading Recovery teacher, Aboriginal Education Assistant, Integration Aide) where appropriate and when necessary 75 __ Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific earning needs of students across the full range of abilities Some examples of evidence: ©) Plans and utilises a variety of teaching and learning strategies to cater for different learning needs 5 Uses effective questioning techniques and assessment strategies to identify student needs + Where appropriate, consults with the students, parents and caregivers to develop appropriate learning strategies + Consults records of prior learning and assessment to develop targeted and differentiated teaching and leaming activities + Plans literacy and numeracy sessions which provide a range of opportunities to meet learning needs ©} Works collaboratively with external support, such as counsellors, ESL teachers and support teachers to meet student needs, ‘Australian Catholic University, 2016 "Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Year 4 6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legisiative requirements and teaching strategies that support patticipation and learning of students with disability ‘Some examples of evidenc: Modifies lessons/units to meet the needs of students Designs, develops or uses individual education programs as appropriate + Provides students with the necessary strategies and resources to achieve learning or social outcomes = Links to support personnel (e.9. Support Teacher Learning, ESL teacher, Reading Recovery teacher, Aboriginal Education Assistant, Integration Aide) where appropriate and when necessary + Assesses student needs in order to determine content and activities ) Uses explicit instructional approaches to build students’ knowledge of content and skills Plans independent learning activities focused on appropriate levels of ability and interaction STANDARD 2: KNOW THE CONTENT AND HOWTO TEACH IT ———= 2.4: Content and teaching strategies of the teaching area Demonstrate knowledge, and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. ‘Some examples of evidence when the pre-service teacher: © Demonstrates knowledge of the relevant Key Learning Area(s) + Engages students through rich, meaningful and connected activities + Applies content relevant to the current Australian Curriculum and NSW Board of Studies Syllabus and support documents, Engages students through rich, meaningful and connected activities ~ Cleary articulates teaching and learning content and accurately responds to student questions © Presents lessons which are content and process based 22: Content selection and organisation ‘Organise content into an effective learning and teaching sequence Some examples of evidence when the pre-service teacher: Demonstrates knowledge of relevant Australian Curriculum and NSW Syllabus and support documents Selects appropriate resources to stimulate ongoing learning > Designs programs and lesson plans that display logical sequencing of learning and teaching activities, + Adheres to the timelines and sequence of teaching programs + Differentiates curriculum to ensure relevance and effective sequential progression for students with learning needs + Is able to articulate how teaching and learning sequences relate to relevant Syllabus Outcomes and Indicators of Learning 2.3: Curriculum, assessment and reporting Use curriculum assessment and reporting knowledge to design learning sequences and lesson plans. Some examples of evidence: Designs relevant assessment tasks that inform ongoing learning and teaching ~ Utiises a wide range of pedagogy that is appropriate to the learning needs of students + Develops logical sequences of learning and teaching that have been informed by relevant assessment © Builds on prior knowledge and experience in developing learning sequences and lesson plans ~ Ensures sequential skill development that is differentiated for diverse levels of ability 2.4: Understand and respect Aboriginal and Torres Strait Island people fo promote reconciliation between Indigenous and non-Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait islander histories, cultures and languages. ‘Some examples of evidence: + Exhibits empathy and understanding of cuttural differences incorporates Aboriginal content including cultural and language awareness across a range of curriculum. Appreciates and responds to the special needs of Aboriginal and Torres Strat Isiander students Analyses contemporary issues and their impact on Aboriginal and Torres Strait Isiander student outcomes Where relevant, secks advice and assistance from supervisors, colleagues, Aboriginal Education Assistants, elders of Aboriginal communities, counsellors or other suitable professionals ‘Australian Catholic University, 2076 2Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary] - Year 3 and Bachelor of Education (Early * Childhood & Primary) ~ Year & 25: Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas Some examples of evidence: Plans literacy and numeracy opportunities for students to talk, listen, read and write in all relevant KLAS Demonstrates developing abilities to plan and implement literacy and numeracy blocks of teaching ~ Ensures literacy and numeracy instruction is explicit and structured © Plans for students to read and write independently ~ Uses support personnel (e.g. Support Teacher Learning, ESL teacher, Reading Recovery teacher, Aboriginal Education Assistant, Integration Aide) where appropriate and when necessary 26: Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students Some examples of evidence: © Integrates ICT effectively in teaching and learning sequences of work + Demonstrates an understanding of the Syllabus requirements for ICT teaching and integration +, Explicitly teaches ICT skills appropriate for the Key Learning Area and for the needs of the students Incorporates ICT into everyday classroom practice ~ Develops students’ skills to use ICT confidently + Recognises and utlises student expertise in ICT ‘Australian Catholic University, 2078 13Faculty Eduoation and Arts NSW - Professional Experience Report ~ Bacholor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) —Yoar 4 Set learning goals that provide achievable challenges for students of varying abllties and characteristics, Some examples of evidence: + Articulates appropriate, realistic and measurable goals +. Ensures planning and goals reflect the diverse range of needs of individual students 8 Relates learning goals to the appropriate curriculum stage Develops lesson plans which detail learning goals clearly Plans well-sequenced and motivating lessons/units which challenge students to achieve their learning potential 3.2: Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. ‘Some examples of evidence: ‘© Develops appropriate and professionally documented lesson plans where planning and evaluation are evident ~ Ensures lesson plans are not only content based but incorporate practical activities and skills practice © Develops sequences of learning that cater for diverse student learning needs * Creates interesting and motivating lessons where students are engaged and challenged + Develops effective timing for lessons +_ Reviews the learning which occurred and sets goals for follow-on learning 3.3: Use teaching strategies Include a range of teaching strategies. ‘Some examples of evidence: Ensures resources are relevant and meaningful to students’ leaming needs and interests Uses variety in teaching methods and approaches that cater for individual, group and whole-class learning Incorporates a variety of learning resources including ICT to deliver content Promotes student learning through diverse and stimulating teaching practices, e.g. debate, role-playing, practical activities, skills practice, relevant projects, site studies and excursions. 3.4: Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. ‘Some examples of evidence Develops a variety of resources, which are age and ability level appropriate + Links with the teaching resources provided within the school, e.g. the professional resource library 2) Implements a variety of teaching resources including relevant and current ICT resources. ~ Supports students’ critical thinking in use of resources, © Critically evaluates resources for teaching and learning effectiveness Encourages students to provide resources for classroom use 3.5: _Use effective classroom communication ‘© Demonstrate @ range of verbal and non-verbal communication strategies to support student engagement. Some examples of evidence Uses effective oral and visual communication strategies appropriate for the level or stage Uses voice effectively with respect to pitch, strength, speed and confidence Plans effective ciass discussion using a variety of questions, such as open ended and closed questions, higher order questions, lteral to inferential questions, unambiguous questions + Acknowledges and values student responses and attempts to engage all students in discussion as appropriate © Use non-verbal communication effectively, e.g. effective eye contact, strategic classroom circulation and active Nistening + Models appropriate use of grammatically acceptable English 3.6: Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning, ‘Some examples of evidence: + Includes evaluation in lesson plans or units (such as how students performed, what worked, what did not wor and why) Modifies lessons andor programs on the basis of evaluation of evidence Discusses with colleagues and supervisor the effectiveness of programs * Gathers a variety of evidence to inform evaluation + Evaluates promptly atter completion of the lesson and unit + Plans, reviews and evaluates teaching strategies and lessons/units ‘Australian Catholic University, 2076 14Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early * Childhood & Primary) ~ Year 4 3:7: Engage parentsicarers in the educative process : Describe a broad range of strategies for involving parents/carers in the educative process ‘Some examples of evidencs + Gives specific comments on positive achievement and areas for improvement + Engages with parents/carers (as appropriate) to support student learning + Gives feedback which is learning focussed and able to be interpreted by parents/carers +. Gathets appropriate work samples which can be used in verbal reporting of progress to parents/carers © Marks books and work samples in line with assessment criteria * Provides time to support students and parents to address identified areas for improvement (if appropriate/applicable) Tusivalian Catholic University, 2076 15Faculty Education and Arts NSW - Professional Experience Report - Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Year 4 ‘STANDARD 4= CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS 4.1: Support student participation Identify strategies to suppor inclusive student participation and engagement in classroom activities. ‘Some examples of evidence when the pre-service teacher: {@ Models respect, courtesy, positive language and tone when dealing with students, colleagues, parents and caregivers = Displays and acknowledges students’ work and ensures student access to resources, +. Encourages individual talents and gifts of students © Uses an appropriate level of language for the stage of the students, * Plans and utilises a variety of teaching and learning strategies to cater for different learning needs, + Implements teaching and learning activities that have significance for students and where students are ‘engaged and challenged “42, Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions. ‘Some examples of evidence when the pre-service teacher: © Establishes and communicates clear expectations and protocols for group work * Utllises, models and teaches how to work in different structures in group formation, for example, structured ability, peer tutoring, friendship, random and ‘jigsaw’. Uses positive reinforcement Establishes clear routines and guidetines in the classroom Explains task and behaviour expectations Implements effective time management 4.3: Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviours. ‘Some examples of evidence when the pre-service teach¢ + Establishes. displays and implements clear expectations, protocols and/or rules and consequences + Ensures student understanding of rules, goals and consequences +. Ulises effective disciplinary practices which reflect schoo! policies Displays a firm and consistent approach to classroom management 8 Remains calm and focuses upon the behaviour rather than the student Listens and moves effectively and purposefully around the classroom ‘Treats students fairly and attempls to address issues before they escalate or become problems “4.4; Maintains student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legistative requirements. ‘Some examples of evidence: Listens positively and acknowledges students’ contributions = Exhibits a caring attitude and displays equity in engagement with individuals Offers students extra assistance, time or explanation as required © Establishes explicit routines, implements and reinforces them consistently + Displays an understanding of mandatory policies such as Child Protection and Occupational Heaith and Safely + Can identity risks and consistently reminds students of safe behaviour 45: Use ICT safely, responsibly and ethically Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching ‘Some examples of evidence: + Displays an understanding of legistation regarding ICT privacy especially related to student information + Publishes or uploads student work only with permission of students’ parents/caregivers + Demonstrates awareness of acceptable practices established in ICT policies within school and school system +, Uses social media sites responsibly for student leaming © Communicates professionally in all electronic communications (including email, social media sites and public ICT domains] Models and teaches responsible and safe use of ICT including academic honesty when utilising web-based information TRustrallan Catholie University, 2716 16Faculty Education and Arts NSW Professional Experience Report ~ Bacholor of Education (Primary) - Year 3 and Bachelor of Education (Early » Childhood & Primary) - Year 4 ‘STANDARD 6 — ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING 7 3.1: Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning Some examples of evidence: + Makes explicit the assessment criteria and outcomes to be achieved in planned learning + Displays awareness of the focus of student learning and how it will be assessed + Implements a vatiely of assessment tools to cover formal and informal assessment of learning © Consults colleagues about assessment processes = Uses appropriate assessment practices to provide Insight into the student learning and achievement Links assessment tasks to planned learning outcomes > Evaluates assessment tools and practices ‘52: Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their leaming ‘Some examples of evidence: Returns work or gives feedback to students within a timeframe which is appropriate to the type or purpose of the assessment + Provides specitic comments on positive achievement along with areas for improvement © Ifappropriate, provides time to support students to address identified areas for improvernent. =, Gives feedback which is linked to Syllabus Outcomes and focused on Indicators of Learning © Uses appropriate assessment criteria In the assessment and evaluation of student work * Implements school or system policy regarding recognition of achievement 5.3: Make consistent and comparable judgements Demonstrate an understanding of assessment moderation and its application to support consistent and comparable judgements of student iearing, ‘Some examples of evidence: + Keeps meaningful, accurate and consistent records of student progress, + Collects stucient work samples to evaluate achievement and use for comparison purposes. ‘Annotates student work samples to highlight achieverient of outcomes ~ Links evaluation and assessment to Syllabus and school requirements ‘5.4: Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice ‘Some examples of evidence: + Implements evaluation of teaching and assessment of student learning + Modifies lessons and/or programs on the basis of evaluation of assessment evidence + Discusses with colleagues and supervisor the effectiveness of teaching and leaming programs + Gathers a variety of evidence to inform effective assessment and evaluation © Develops timely assessment and evaluation after completion of teaching and learning 35: Report on student achievement Demonstrate understanding of a range of strategies for reporting to students and parentsicarers and the purpose of keeping accurate and reliable records of student achievement. ‘Some examples of evidence: + Use appropriate language and terminology in all communications + Takes care with written structure of communications such as grammar and spelling + Makes constructive, accurate and appropriate comments in communications © Attends parent - teacher meetings where possible and appropriate * Documents issues of behaviour and iscipline where appropriate + Relates records to reporting and tracking of student progress ian Catholic University, 2016 7. eae oe Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) - Year 3 and Bachelor of Education (Early Childhood & Primary) ~ Yoar 4 5.1: Identify and plan professional learning needs Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs, ‘Some examples of evidenc Reflects upon and develops accurate self-evaluation of teaching performance * Participates in reguiar shared discussions with colleagues/supervisor/stage/stafffaculty related to teaching expectations for teachers at the Graduate level + Seeks assistance and advice from Supervising teacher(s) and Tertiary supervisor as to progress against the Graduate Teacher requirements of the National Professional Teacher Standards 6.2: Engage in professional learning and improve practice Understand the relevant and appropriate sources of professional learning for teachers. Some examples of evidence: ’© Participates in professional development activities such as staffistagerfaculty meetings and schoo! development days where possible and appropriate + Displays willingness to accept professional advice and new knowledge from colleagues + Attempts to incorporate professional development learning into subsequent programming, lesson plans and teaching + Demonstrate willingness to work collaboratively with colleagues as part of a team to gain advice, knowledge and teaching expertise 6.3: Engage with colleagues and improve practice ‘Seek and apply constructive feedback from supervisors and teachers to improve teaching practices ‘Some examples of evidence: © Reflects upon and develops accurate self-evaluation of teaching performance Seeks assistance and advice from Supervising teacher(s) and Tertiary supervisor Displays willingness to act upon professional advice Accepts constructive feedback on a professional rather than personai level *. Engages in professional discussions and shares ideas and resources collaboratively 6 Demonstrates wilingness to work collaboratively with colleagues as part of a team = Assists in collaborative planning for learning and teaching ly in staffroom interaction vidual personalities 6.4: Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. Some examples of evidence: + Plans, reviews and evaluates teaching strategies and lessonsfunits +, Reflects upon and develops an accurate setf-analysis of teaching performance Responds to professional advice as a basis for future development of teacher knowledge and expertise Is willing to modify pedagogical approaches in response to professional development in order to improve student learning + Reviews and evaluates teaching strategies and lesson/units in response to professional learning + Uses evidence and research in the basis for review, evaluation and modification of teaching strategies and lesson/units ‘ustralian Catholic University, 2076 18Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education (Early Childhood & Primary) Year 4 ‘STANDARD 7 ~ ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTSICARERS AND THE COMMUNITY 7.4: Meet professional ethics and responsibilities Understand and apply the key principles in codes of ethics and conduct for the teaching profession. Some examples of evidenc + Displays awareness of professional standards and is familiar with compliance requirements such 2s EEO, Child Protection and OH8S policies x Participates in professional leaming opportunities and keeps records of attendance Meets school attendance and time requirements. Professional presentation is apparent in personal attire ‘Complies with schoo'’s professional code of conduct © Cooperates and is respectful of staff and students 7.2: Comply with legisiative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage ‘Some examples of evidenc © Demonstrates an understanding legislation regarding privacy of student information Is discerning about with whom and where confidential issues are discussed + Seeks advice relating to the media and/or critical incident reporting + Keeps records and relevant documentation secure and confidential + Understands mandatory reporting requirements + Promptly notifies or refers confidential issues relating to students to the Supervising teacher 73: Engage with parents/earers Understand strategies for working effectively, sensitively and confidentially with parents/carers ‘Some examples of evidence: ©} Communicates with parents and caregivers ain a professional manner Refers sensitive issues to supervising teacher or Tertiary supervisor * Demonstrates sensitivity and empathy with the different background of parents and caregivers + Ensures newsletters and permission notes follow guidelines + Documents ali communication with parents and caregivers +_Understands and follows established school protocols for communicating with parents and caregivers 7.4: Engage with professional teaching networks and broader communities Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice Some examples of evidence: © If possible, participates in professional development activities such as staffistage/faculty meetings and school development days + Displays willingness to share new knowledge with colleagues and engage in professional discussions + Where applicable, incorporates professional development learning into subsequent programming, lesson plans and teaching + Engages with Consultative groups related to the teaching profession where possible and appropriate ‘Rustralian Catholic University, 2076 19